Discursive interactions in the classroom. Ideas to expand research and enhance teaching practice to multiply opportunities to learn / Interacciones discursivas en el aula. Pistas para ampliar la investigación y potenciar la práctica docente

Dados Bibliográficos

ID12486012
AutoresCristina Sebastián (0000-0001-5038-9227, Pontificia Universidad Católica de Chile, autor correspondente), Verónica Villarroel-Henríquez (Universidad San Sebastián, Concepción, Chile)
Ano2024
Volume36
Fascículo1
Páginas3-12
Data de publicação2024-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoCulture and Education (JOURNAL)
Identificadores do periódicoISSN: 1135-6405 • E-ISSN: 1578-4118
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1177/11356405241235064
OpenAlexW4395041905
IdiomaES
Referências citadas27

During the last five decades, the scientific study of classroom talk has converged in the tradition of classroom dialogue. Empirical research has progressed, showing how dialogic forms of organizing classroom talk would be more conducive to student learning and development than monologic forms. However, two major problems remain unresolved. On the one hand, and despite the research mentioned above, teachers still mostly use a monological teaching method, thus arranging monological ways of organizing classroom discourse. On the other hand, our understanding of the psychological processes that would explain the relationship between the way of organizing classroom talk and learning is still limited. In the present article, we introduce a special section in which we have brought together six papers that sought to extend conceptually and methodologically the limits of the study of classroom talk by explicitly adopting the notion of discursive interactions in the classroom

Humanities · Sociology · Educational Technology in Learning · Educational theories and practices · Literacy and Educational Practices · Philosophy · Psychology